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Australian Curriculum
Descriptors including General
Capabilities and Cross
Curriculum Priorities Year 7
and 8
Australian Curriculum
Descriptors including General
Capabilities and Cross
Curriculum Priorities Year 9
and 10
Cross-curriculum
priorities: ATSIHC,
AAEA, SUST
General
capabilities: Lit, ICT,
CCT, ICU
Practise and
rehearse a variety
of music, including
Australian music to
develop technical
and expressive skills
(ACAMUM094)
Cross-curriculum
priorities: AAEA,
SUST
General
capabilities: Lit, ICT,
CCT, ICU
Improvisation
over a loop
practical activity
Session 4
Session 5
CROSSROADS if
you are starting
at this point the
students will
now go an write
a pop song but
only the lyrics,
melody, chords
and the feel.
Cross-curriculum
priorities: SUST
General
capabilities: Lit,
Num, ICT, CCT
Whole class or
group practical
activity based
around chord
progressions
Session 3
Develop musical
ideas, such
as mood, by
improvising,
combining and
manipulating the
elements of music
(ACAMUM093)
Session 2
CROSSROADS if
you are starting
at this point the
students will
now go an write
a pop song but
only the lyrics,
melody, chords
and the feel.
Session 1
Experiment with
texture and timbre
in sound sources
using aural skills
(ACAMUM092)
Content Descriptor
Perform the
pop song in its
raw form before
the recording
process begins if
it was not done
in Session 5.
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
Session 6
Session 7
Session 8
Cross-curriculum
priorities: AAEA,
SUST
General
capabilities: Lit,
Num, PSC, CCT
Perform and
present a range
of music, using
techniques
and expression
appropriate to style
(ACAMUM096)
Cross-curriculum
priorities: AAEA,
SUST
General
capabilities: Lit,
PSC, CCT, ICT
Structure
compositions by
combining and
manipulating the
elements of music
using notation
(ACAMUM095)
Content Descriptor
Session 1
Session 2
Session 3
Session 4
CROSSROADS if
you are starting
at this point the
students will
now go an write
a pop song but
only the lyrics,
melody, chords
and the feel.
Session 5
Perform the
pop song in its
raw form before
the recording
process begins if
it was not done
in Session 5.
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
Session 6
Session 7
Session 8
Cross-curriculum
priorities: SUST
General
capabilities: Lit,
CCT, , ICU
Analyse composers
use of the elements
of music and
stylistic features
when listening to
and interpreting
music (ACAMUR097)
Content Descriptor
Session 1
Group discussion
about bar length
for songs
Watch
SongMakers
Project Video 3
and identify key
points
Watch
Lionel Richie
demonstrating
writing a hook
or top line.
Identify key
points
Watch Sting
discussing
integrity in song
writing. Discuss
Brainstorm
a series of
statements
about song
structure
Session 2
Watch Eskimo
Joe discussing
the collaborative
process
Watch evidence
of this taking
place. Discuss
questions
Read article
about Guy
Chamber
and Rufus
Wainwright
collaborating.
Complete
the structure
overview.
Session 3
Listen to various
recordings of
specific styles
and identify the
elements
Session 4
Watch
SongMakers
Video No
2. Discuss
questions
Session 5
Listening activity
on digital effects
Watch
SongMakers
Video No 6
and discuss
questions
Watch
SongMakers
Video No 5
and discuss
questions
Session 6
Session 7
Watch
Elton John
demonstrating
setting text to
melody
Watch Gotye
discussing
singing as a tool
Watch the
Documentary
about Eyes Wide
Open. Discuss
questions
Watch Gotye
test drive some
technology.
Discuss
questions
Watch Gotye
demonstrating
his sampling
style. Discuss
observations
Session 8
Watch Videos
from Robin
Gibb and Bruce
Springsteen.
Identify the
main points.
Identify and
connect specific
features and
purposes of music
from different
eras to explore
viewpoints and
enrich their music
making, starting
with Australian
music including
music of Aboriginal
and Torres Strait
Islander Peoples
(ACAMUR098)
Session 2
Session 3
Session 4
Session 5
Session 6
Google different
artists to analyse
common sites
Discuss
Questions
related to
searching
Watch the
Introductory
Video from
Common Sense
Media
Discuss
questions about
Your Digital
Footprint
Internet research
on Ownership
and Copyright
Watch
SongMakers
Video No 7
and discuss
observations
Brainstorm
questions
Session 7
Watch Imogen
Heap discussing
the audio
process from
Song Summit.
Discuss
observations
Watch Gotye
discuss
influences as a
songwriter as an
introduction
Session 8
By the end of Year 8, students identify and analyse how the elements of music are used in different styles and apply this knowledge in their performances and
compositions. They evaluate musical choices they and others from different cultures, times and places make to communicate meaning as performers and composers.
Students manipulate the elements of music and stylistic conventions to compose music. They interpret, rehearse and perform songs and instrumental pieces in unison
and in parts, demonstrating technical and expressive skills. They use aural skills, music terminology and symbols to recognise, memorise and notate features, such as
melodic patterns in music they perform and compose.
Cross-curriculum
priorities: SUST
General
capabilities: Lit,
PSC, CCT, EU, ICU
Session 1
Content Descriptor
General capabilities:
Lit, ICT, PSC, CCT
Cross-curriculum
priorities: SUST
Practise and
rehearse to
refine a variety
of performance
repertoire with
increasing technical
and interpretative
skill (ACAMUM101)
General capabilities:
Lit, ICT, CCT
Cross-curriculum
priorities: NA
Manipulate
combinations of the
elements of music
in a range of styles,
using technology
and notation
(ACAMUM100)
General capabilities:
Lit, Num, , CCT, ICU
Cross-curriculum
priorities: AAEA
Improvise and
arrange music, using
aural recognition of
texture, dynamics
and expression to
manipulate the
elements of music
to explore personal
style in composition
and performance
(ACAMUM099)
Content Descriptor
Session 1
Whole class or
group practical
activity based
around chord
progressions
Session 2
Session 3
Improvisation
over a loop
practical activity
Session 4
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 5
Perform the
pop song in its
raw form before
the recording
process begins if
it was not done in
Session 5.
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
Session 6
Session 7
Session 8
General capabilities:
Lit, CCT, ICU
Cross-curriculum
priorities: SUST
Perform music
applying techniques
and expression
to interpret the
composers use of
elements of music
(ACAMUM103)
General capabilities:
Lit, Num, ICT,
CCT,PSC, ICU
Cross-curriculum
priorities: ATSIHC
Content Descriptor
Session 1
Session 2
Session 3
Session 4
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 5
Perform the
pop song in its
raw form before
the recording
process begins if
it was not done in
Session 5.
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
Session 6
Session 7
Session 8
General capabilities:
Lit, CCT, ICU
Cross-curriculum
priorities: AAEA,
SUST
Evaluate a range
of music and
compositions
to inform and
refine their own
compositions and
performances
(ACAMUR104)
Content Descriptor
Session 1
Group discussion
about bar length
for songs
Watch
SongMakers
Project Video 3
and identify key
points
Watch
Lionel Richie
demonstrating
writing a hook or
top line. Identify
key points
Watch Sting
discussing
integrity in song
writing. Discuss
Brainstorm
a series of
statements about
song structure
Session 2
Watch Eskimo
Joe discussing
the collaborative
process
Session 3
Listen to various
recordings of
specific styles
and identify the
elements
Session 4
Watch
SongMakers
Video No 2.
Discuss questions
Session 5
Listening activity
on digital effects
Watch
SongMakers
Video No 6 and
discuss questions
Watch
SongMakers
Video No 5 and
discuss questions
Session 6
Session 7
Watch Gotye
discussing singing
as a tool
Watch the
Documentary
about Eyes Wide
Open. Discuss
questions
Watch Gotye
test drive some
technology.
Discuss questions
Watch Gotye
demonstrating
his sampling
style. Discuss
observations
Session 8
Watch Videos
from Robin
Gibb and Bruce
Springsteen.
Identify the main
points.
Analyse a range
of music from
contemporary
and past times to
explore differing
viewpoints and
enrich their music
making, starting
with Australian
music,including
music of Aboriginal
and Torres Strait
Islander Peoples,
and consider music
in international
contexts
(ACAMUR105)
Session 2
Session 3
Session 4
Session 5
Session 6
Google different
artists to analyse
common sites
Discuss Questions
related to
searching
Watch the
Introductory
Video from
Common Sense
Media
Discuss questions
about Your Digital
Footprint
Internet research
on Ownership
and Copyright
Watch
SongMakers
Video No 7
and discuss
observations
Brainstorm
questions
Session 7
Watch Imogen
Heap discussing
the audio process
from Song
Summit. Discuss
observations
Watch Gotye
discuss influences
as a songwriter as
an introduction
Session 8
By the end of Year 10, students analyse different scores and performances aurally and visually. They evaluate the use of elements of music and defining characteristics
from different musical styles. They use their understanding of music making in different cultures, times and places to inform and shape their interpretations,
performances and compositions. Students interpret, rehearse and perform solo and ensemble repertoire in a range of forms and styles. They interpret and perform
music with technical control, expression and stylistic understanding. They use aural skills to recognise elements of music and memorise aspects of music such as pitch
and rhythm sequences. They use knowledge of the elements of music, style and notation to compose, document and share their music.
General capabilities:
Lit, ICT, CCT, ICU
Cross-curriculum
priorities: ATSIHC,
AAEA, SUST
Session 1
Content Descriptor
P4: creates,
improvises and
notates music which
is representative of
the mandatory and
additional topics
and demonstrates
different social,
cultural and
historical contexts
Whole class or
group practical
activity based
around chord
progressions
Improvisation
over a loop
practical activity
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 5
P3: composes,
improvises
and analyses
melodies and
accompaniments
for familiar sound
sources in solo and/
or small ensembles
Session 4
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 3
P2: demonstrates an
understanding of the
concepts of music,
by interpreting,
analysing, discussing,
creating and
notating a variety
of musical symbols
characteristically
used in the
mandatory and
additional topics
Session 2
Perform the pop
song in its raw
form here or in
Session 6.
Session 1
P1: confidently
performs repertoire,
that reflects the
mandatory and
additional topics,
both as a soloist and
as a member of an
ensemble
PRELIMINARY
OUTCOMES
MUSIC 2 OUTCOMES
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Perform the
pop song in its
raw form before
the recording
process begins if
it was not done in
Session 5.
Session 6
Session 7
Session 8
Watch Videos
from Robin
Gibb and Bruce
Springsteen.
Identify the main
points.
P5: analyses
and discusses
compositional
processes with
stylistic, historical,
cultural and musical
considerations
Session 1
PRELIMINARY
OUTCOMES
MUSIC 2 OUTCOMES
Group discussion
about bar length
for songs
Watch
SongMakers
Project Video 3
and identify key
points
Watch
Lionel Richie
demonstrating
writing a hook or
top line. Identify
key points
Watch Sting
discussing
integrity in song
writing. Discuss
Brainstorm
a series of
statements about
song structure
Session 2
Listen to various
recordings of
specific styles
and identify the
elements
Session 3
Watch
SongMakers
Video No 2.
Discuss questions
Session 4
Listening activity
on digital effects
Watch
SongMakers
Video No 6 and
discuss questions
Watch
SongMakers
Video No 5 and
discuss questions
Session 5
Session 6
Session 7
Watch Gotye
discussing singing
as a tool
Watch the
Documentary
about Eyes Wide
Open. Discuss
questions
Watch Gotye
test drive some
technology.
Discuss questions
Watch Gotye
demonstrating
his sampling
style. Discuss
observations
Session 8
P8: understands
the capabilities of
performing media,
explores and uses
current technologies
as uses current
technologies as
studied
PRELIMINARY
OUTCOMES
MUSIC 2 OUTCOMES
Session 1
Group discussion
about bar length
for songs
Session 2
Session 3
Watch
SongMakers
Video No 2.
Discuss questions
Session 4
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Listening activity
on digital effects
Session 5
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 6
Google different
artists to analyse
common sites
Discuss Questions
related to
searching
Watch the
Introductory
Video from
Common Sense
Media
Discuss questions
about Your Digital
Footprint
Internet research
on Ownership
and Copyright
Watch
SongMakers
Video No 7
and discuss
observations
Brainstorm
questions
Session 7
Watch Imogen
Heap discussing
the audio process
from Song
Summit. Discuss
observations
Watch Gotye
discuss
influences as a
songwriter as an
introduction
Session 8
P12: demonstrates a
willingness to accept
and use constructive
criticism
P11: demonstrates
a willingness to
participate in
performance,
composition,
musicology and
aural activities
Willing
participation
in group
discussions and
brainstorming
sessions.
Session 4
Session 5
Willingly accepts
constructive
feedback
regarding the
songwriting
process.
Session 3
P10: performs as
a means of self
expression and
communication
Session 2
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 1
P9: identifies,
recognises,
experiments with,
and discusses the
use of technology in
music
PRELIMINARY
OUTCOMES
MUSIC 2 OUTCOMES
Willingly accepts
constructive
feedback
regarding the
songwriting
process.
Perform the
pop song in its
raw form before
the recording
process begins if
it was not done in
Session 5.
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 6
Session 7
Session 8
P5: comments on
and constructively
discusses
performances and
compositions
Watch Videos
from Robin
Gibb and Bruce
Springsteen.
Identify the main
points.
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Improvisation
over a loop
practical activity
P4:recognises
and identifies the
concepts of music
and discusses their
use in a variety of
musical styles
Whole class or
group practical
activity based
around chord
progressions
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 5
Session 4
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 3
Session 2
Perform the pop
song in its raw
form here or in
Session 6.
Session 1
PRELIMINARY
OUTCOMES
MUSIC 1 OUTCOMES
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
CROSSROADS
recording
process begins.
Students using
software specific
to their school
to realize their
compositions.
Process Diary
Entries.
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Perform the
pop song in its
raw form before
the recording
process begins if
it was not done in
Session 5.
Session 6
Session 7
Session 8
P7: understands
the capabilities of
performing media,
explores and uses
current technologies
as uses current
technologies as
studied
PRELIMINARY
OUTCOMES
MUSIC 1 OUTCOMES
Session 1
Group discussion
about bar length
for songs
Watch
SongMakers
Project Video 3
and identify key
points
Watch
Lionel Richie
demonstrating
writing a hook or
top line. Identify
key points
Watch Sting
discussing
integrity in song
writing. Discuss
Brainstorm
a series of
statements about
song structure
Session 2
Listen to various
recordings of
specific styles
and identify the
elements
Session 3
Watch
SongMakers
Video No 2.
Discuss questions
Session 4
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Listening activity
on digital effects
Watch
SongMakers
Video No 6 and
discuss questions
Watch
SongMakers
Video No 5 and
discuss questions
Session 5
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 6
Watch Gotye
discussing singing
as a tool
Watch the
Documentary
about Eyes Wide
Open. Discuss
questions
Watch Gotye
test drive some
technology.
Discuss questions
Watch Gotye
demonstrating
his sampling
style. Discuss
observations
Session 8
Google different
artists to analyse
common sites
Watch the
Introductory
Video from
Common Sense
Media
Discuss questions
about Your Digital
Footprint
Internet research
on Ownership
and Copyright
Watch
SongMakers
Video No 7
and discuss
observations
Brainstorm
questions
Session 7
P11: demonstrates a
willingness to accept
and use constructive
criticism
P10: demonstrates
a willingness to
participate in
performance,
composition,
musicology and
aural activities
Willing
participation
in group
discussions and
brainstorming
sessions.
Session 4
Session 5
Willingly accepts
constructive
feedback
regarding the
songwriting
process.
Session 3
P9: performs as
a means of self
expression and
communication
Session 2
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 1
P8: identifies,
recognises,
experiments with,
and discusses the
use of technology in
music
PRELIMINARY
OUTCOMES
MUSIC 1 OUTCOMES
Willingly accepts
constructive
feedback
regarding the
songwriting
process.
Perform the
pop song in its
raw form before
the recording
process begins if
it was not done in
Session 5.
CROSSROADS if
you are starting
at this point the
students will now
go an write a pop
song but only the
lyrics, melody,
chords and the
feel.
Session 6
Session 7
Session 8
TEACHING ACTIVITIES
SESSION 1: WHAT DO THE GREAT SONGWRITERS HAVE TO SAY ABOUT THE CRAFT?
ACTIVITIES:
1. Read through the opening script with the students and complete the sentence A song has the ability to. Discuss
the answers provided by the students.
2. Watch Robin Gibb discussing songwriting. (https://www.youtube.com/watch?v=aeqGCUoVAsE )
a. Talks about the writing environment
b. Talks about their exposure to American black music time in Australia being invaluable
c. Talks about how they are writers first, artists second, performers third
d. Talks about the blank page
e. Talks about writing for others how they prefer to write a song for someone who wants one rather than just
write a song and hope that someone picks it up and records it.
f. Talks about how producers try to replicate the sound of the group
g. Talks about what makes a good song, not trying too hard, passion and inspiration
h. Ends with how songs about human relationships and the human condition last forever
3. Make a list of the main points of this video and reflect on what notes the students took during its playing.
4. Watch Bruce Springsteen discussing songwriting. (http://www.bbc.co.uk/news/entertainment-arts-11657215)
a. Talks about writing about what matters
b. Talks about working in a safe environment
c. Talks about reasons to not release the songs recorded or written at the time
d. Talks about shaping the band and its purpose
e. Talks about the influence of country music 30 years ago
f. Talks about using songwriting to sort through the mysteries of life.
5. Make a list of the main points of this video and reflect on what notes the students took during its playing.
6. Watch the video Sting on Songwriting (https://www.youtube.com/watch?v=P5C7d8DM9Pc). At the conclusion of
the presentation, discuss these questions and add notes to the General Advice section.
a. Why are rules and structure important to Sting?
b. What does a song have to begin with according to Sting?
c. Why does a song need to have integrity?
7. Watch Gotye talking about the process behind Somebody I Used to Know and discuss the questions.
https://www.youtube.com/watch?v=h3qd_lnzc-0
a. Why is the barn an important place for Gotye to work?
b. How has Kimbra influenced this particular song?
c. How does Gotye deal with live performances of this song?
8. What is the Songwriting Process? Read through the next block of text and explain to the students that this is the
process they are going to experience during this project.
FOR YOUNGER STUDENTS: Here are two activities that you could do at this time to help give
the students a starting point. This may also benefit younger students who may struggle with the
blank page.
Top Line Activity Ask the students to turn back to the Session 4 section. Handout
magazines and papers to each of the student groups. Ask each group to find a top line. Take
one idea and brainstorm a title or top line. Continue to brainstorm the story line with the
idea that first verse sets the scene, second verse goes into more detail and the bridge is the
antithesis of what is going on. Ask the question What style do you think will suit this concept
and why?
Catch phrases Activity Use the catchphrase if not now, when. Use this catchphrase as a
stimulus to write a lyric or poem. Ask the question: What style do you think will suit the concept?
2. Discuss the importance of the right type of layers needed for each style. Complete the listening activity about styles.
The recordings for these songs can be purchased on iTunes if you dont already have them in your collection. You
can change the songs in this activity as these ones become obsolete.
a. Bruno Mars When I Was Your Man
b. Taylor Swift Love Story
c. Black Eyed Peas I Gotta Feeling
d. Katy Perry Unconditionally
e. Guy Sebastien Whos That Girl
f. Ed Sheeran The A Team
g. Train Hey Soul Sister
3. Watch SongMakers Video No. 4 with Rai Thistlewayte and Robert Conley discussing looping ideas.
FOR YOUNGER STUDENTS: Here is an improvisation activity you could do with the students
who you feel need a little more support with the process. Make sure their improvisations are
recorded as they may find these useful when they get started.
Improvise a melody over a simple beat. Use the four chords from Session 2 and ask the
students to start to improvise melodies over the top. If they are not vocalists, then they could try
improvising using an instrument of their choice. If they improvise using an instrument, perhaps
ask the vocalists to see if they can sing these improvisations.
To do this, you will need to set up a looping pattern this can be done a couple of ways:
a. On an Electronic keyboard it must have a record feature and internal accompaniment if
possible. Record the chord progression and press start to begin the track.
b. Create your own beats using computer software of your choice like Mixcraft, Acid, Sibelius etc.
At this point, you can choose to go two ways depending on how enthusiastic the students are.
You could ask the students to start writing their song. If you take this option, make sure they
stay away from instrument choices and arrangements of the song. Try to get them to focus on
lyrics, melody and chords rather than the arrangement. Once they have completed creating
their song and all its sections, it is time to move onto the arrangement and recording process.
If you choose to continue through Session 6, then the students will start after that.
If you are doing this in sections, you might like to do a listening activity at this point. The only
thing is you will need to have a stereo system that has the facility to play in stereo so that the
students can hear how the sound moves from one speaker to another. Some suggested songs
for this activity would be:
The harmonic at the end of the guitar solo in The Beatles Nowhere Man that pans the
guitar from the right channel to the left. Vintage mix only
Stereo mix of We Can Work It Out by Stevie Wonder. If youre sat in the stereo sweet
spot, the backing vocals (all by Stevie) appear to come from behind the listener. Theyre
also rather short on bass because bass is audibly cancelled out when the two stereo
channels are placed out of phase. If the stereo mix is folded down into mono, the
LH and RH channels almost cancel out with respect to the backing vocals, and these
become barely audible.
Where Did Our Love Go The Supremes the standard mix plan is obvious with this one.
At this point, the recording process needs to begin. During this process, if each group is using their own computer,
you will need to oversee the students use. If you are controlling the process at one computer station, as was the
method used in the SongMakers Project, then you will need to consider how long it will take to record each group.
With the SongMakers Project, the students that were ready to go were the first recorded. The remaining groups were
left to continue to work on the songs. As each group completed their song, they remained in the room to watch the
recording process.
With this in mind, the Recording section includes a series of Process Diary entries and some trouble shooting tips.